Bibliography
Black, Holly and Tony DiTerlizzi. 2003. THE SPIDERWICK CHRONICLES: THE FIELD GUIDE. New York: Simon & Schuster Books. ISBN 0689859368
Plot Summary
As Jared, Simon and Mallory Grace move into a mysterious old family house, they quickly realize that this is more than just a rickety estate. Several strange occurrences ensue, leading the siblings to investigate their origins. As a weird and wonderful field guide is discovered, the children are exposed to a word of fantastical creatures. Working together, the three children come across some great findings, and are introduced to their first fantasy creature. This first book of the Spiderwick Chronicles is merely the start of incredible adventures to come.
Critical Analysis
DiTerlizzi and Black deliver younger readers a whimsical short read that is surely to capture their interest. Secret passages, intriguing riddles, and mentions of faeries and trolls are prevalent throughout the book, allowing the reader to take part in the adventures of the young Grace children. DeTerlizzi and Black offer characters that have a great ability to relate to young children. Divorce is an unfortunate fact that several children must face in their lives. By including that aspect in this story, the authors are letting children understand that they are not alone in their family struggles, and even they can find salvation in something. This world of fantasy allows the characters and the readers to escape the occasional unpleasantries of life.
With humor and wittiness, DiTerlizzi and Black describe an incredible world that exists from the field guide, “As Jared read, each page took him deeper into the strange world of forest and stream, alive with creatures that seemed so close that he could almost stroke the slick, scaly flanks of the mermaids. He could almost feel the heat of the troll’s breath and hear the rumble of the dwarven forges.” The reader holds their breath as the strange and unknown creature, known only as a boggart, is reveled to the young siblings, “There was a loud sound of a throat being cleared, and the three turned toward the desk. Standing on it, in worn overalls and a wide-brimmed hat, was a little man about the size of a pencil. His eyes were as black as beetles, his nose was large and red, and he looked very like the illustration from the Guide.”
The book holds great aesthetic appeal. Black and white ink drawings provide the reader with a visual image of the Grace children, the creepy house, and the interesting characters that will follow them throughout the series. Additional features like pages torn from the field guide, described as “Handwritten note uncovered by Jared Grace in Arthur Spiderwick’s upstairs library”, allow the reader to feel even more involved in the plot.
At the close of the book, the boggart warns the siblings to toss the book into the fire in order escape a horrible fate. It appears that the Grace children have only just embarked on their journey. The last sentence is a cliff-hanger that definitely encourages the reader to continue with the series, “And worst of all, they were only at the beginning.” This fast-paced story will leave the reader fleeing to Book 2!
Review Excerpts
Bookhive
“Adventure, mysteries, secret rooms, strange messages, and a hint of danger— this book has them all!”
Kirkus
“Readers who are too young to read Harry Potter independently will find these have just the right amount of menace laced with appealing humor and are blessed with crisp pacing and, of course, DiTerlizzi's enticingly Gothic illustrations.”
Connections
If students feel comfortable, they can discuss or write about a time that they struggled with divorce or other issues, and what or who they found salvation in.
Students can also create personal field guides, with creatures of their own. They can imagine what could be in the walls of their own homes, whether it be a simple squirrel or a true boggart!
Additional recommended books:
*The Seeing Stone (Spiderwick Chronicles, Book 2) by Tony DiTerlizzi and Holly Black
ISBN 0689859376
*Lucinda's Secret (Spiderwick Chronicles, Book 3) by Tony DiTerlizzi and Holly Black
ISBN 0689859384
*Queste by Angie Sage ISBN 0060882077
*Physik by Angie Sage ISBN 0060577371
Sunday, August 3, 2008
Saturday, August 2, 2008
FICTION, FANTASY, & YA Review – Monster By Walter Dean Myers
Bibliography
Myers, Walter Dean. 1999. MONSTER. Ill. by Christopher Myers. ISBN 0060280786
Plot Summary
Steve Harmon, a 16 year-old black male, sits in a grim jail cell. He is on trial for felony murder. “Sometimes I feel like I have walked into the middle of a movie. It is a strange movie with no plot and no beginning.” In order to take himself away from the horrors of jail and the uncertainty of the courtroom, Harmon treats his case as if it is a movie script for an upcoming film he will create. An innocent Harlem drugstore clerk has been killed. Several men are said to be involved in the robbery. Was Steve Harmon involved as a lookout? Or was he simply a bystander? Young Harmon constantly wonders if his entire youth will be spent in this nightmare of a jail, “I am so scared. My heart is beating like crazy and I am having trouble breathing.” He often has flashbacks of his childhood, and the events that preceded the robbery. What will his parents and younger brother do if he is found guilty? How will he survive with the constant fear of being molested or killed in this ungodly prison? It is up to the reader to see if young Steve Harmon is a true “Monster.”
Critical Analysis
Walter Dean Myers reveals this case to the reader in a very unglamorous and gritty way. His use of controversial subjects, such as foul language, violence, gangs, murder, robbery, drugs, and sexual assault are quite prevalent. Though the issues addressed may be controversial to some, they depict how some inner-city youth live. This real-life feeling appeals to young readers who want to hear stories that are not sugar-coated. The reader can feel the strong sense of sexual brutality and physical violence throughout the jail, “First I was scared of being hit or raped…Everybody in here either talks about sex or hurting somebody or what they’re in here for…They had church services and I went. There were only 9 guys in the service, and 2 of them got into a fight. It was a vicious fight…”
Myers allows the reader to understand how much Steve Harmon hates jail and the entire legal process. He is not sure of what is occurring most of the time in the courtroom, but he fears returning to his cell every night, “I hate this place. I hate this place. I can’t write it enough times to make it look the way I feel. I hate, hate, hate this place!!”
As the trial progresses, the reader sees how Harmon is becoming like the other inmates. Harmon knows this fact and writes about it, “I think I finally understand why there are so many fights. In here all you have going for you is the little surface stuff, how people look at you and what they say. And if that’s all you have, then you have to protect that. Maybe that’s right.” As Harmon’s character outlines his movie, he begins to realize that this is not really a script, but his life. He would give anything to have this only be a movie.
The use of script outlines and handwritten journal entries allow the reader to embark on something that is not your typical novel. Christopher Myers adds a haunting reality with grainy black and white photos of jail cells, mug shots and other characters. This format appeals to young readers, offering them an escape from monotonous paragraphs. The reader will enjoy this face-paced thriller, all the while wondering if young Steve Harmon truly is a MONSTER.
Review Excerpts
School Library Journal
“Christopher Myers's superfluous black-and-white drawings are less successful. Their grainy, unfocused look complements the cinematic quality of the text, but they do little to enhance the story. Monster will challenge readers with difficult questions, to which there are no definitive answers.”
Kirkus Reviews
“The format of this taut and moving drama forcefully regulates the pacing; breathless, edge-of-the-seat courtroom scenes written entirely in dialogue alternate with thoughtful, introspective journal entries that offer a sense of Steve's terror and confusion, and that deftly demonstrate Myers's point: the road from innocence to trouble is comprised of small, almost invisible steps, each involving an experience in which a ``positive moral decision'' was not made.”
Connections
A Reader’s Theater would be a wonderful way to share this book. Since it is written in a script format, students can take the role of the lawyers, witnesses, and defendants.
Students can also hypothesize about Steve Harmon’s life after the trial. What did he learn during the process? How did this all change his life?
Additional recommended books:
*The First Part Last by Angela Johnson ISBN 0689849230
*Who Am I Without Him? By Sharon Flake ISBN 1423103831
*Slam! By Walter Dean Meyers ISBN 0545055741
Myers, Walter Dean. 1999. MONSTER. Ill. by Christopher Myers. ISBN 0060280786
Plot Summary
Steve Harmon, a 16 year-old black male, sits in a grim jail cell. He is on trial for felony murder. “Sometimes I feel like I have walked into the middle of a movie. It is a strange movie with no plot and no beginning.” In order to take himself away from the horrors of jail and the uncertainty of the courtroom, Harmon treats his case as if it is a movie script for an upcoming film he will create. An innocent Harlem drugstore clerk has been killed. Several men are said to be involved in the robbery. Was Steve Harmon involved as a lookout? Or was he simply a bystander? Young Harmon constantly wonders if his entire youth will be spent in this nightmare of a jail, “I am so scared. My heart is beating like crazy and I am having trouble breathing.” He often has flashbacks of his childhood, and the events that preceded the robbery. What will his parents and younger brother do if he is found guilty? How will he survive with the constant fear of being molested or killed in this ungodly prison? It is up to the reader to see if young Steve Harmon is a true “Monster.”
Critical Analysis
Walter Dean Myers reveals this case to the reader in a very unglamorous and gritty way. His use of controversial subjects, such as foul language, violence, gangs, murder, robbery, drugs, and sexual assault are quite prevalent. Though the issues addressed may be controversial to some, they depict how some inner-city youth live. This real-life feeling appeals to young readers who want to hear stories that are not sugar-coated. The reader can feel the strong sense of sexual brutality and physical violence throughout the jail, “First I was scared of being hit or raped…Everybody in here either talks about sex or hurting somebody or what they’re in here for…They had church services and I went. There were only 9 guys in the service, and 2 of them got into a fight. It was a vicious fight…”
Myers allows the reader to understand how much Steve Harmon hates jail and the entire legal process. He is not sure of what is occurring most of the time in the courtroom, but he fears returning to his cell every night, “I hate this place. I hate this place. I can’t write it enough times to make it look the way I feel. I hate, hate, hate this place!!”
As the trial progresses, the reader sees how Harmon is becoming like the other inmates. Harmon knows this fact and writes about it, “I think I finally understand why there are so many fights. In here all you have going for you is the little surface stuff, how people look at you and what they say. And if that’s all you have, then you have to protect that. Maybe that’s right.” As Harmon’s character outlines his movie, he begins to realize that this is not really a script, but his life. He would give anything to have this only be a movie.
The use of script outlines and handwritten journal entries allow the reader to embark on something that is not your typical novel. Christopher Myers adds a haunting reality with grainy black and white photos of jail cells, mug shots and other characters. This format appeals to young readers, offering them an escape from monotonous paragraphs. The reader will enjoy this face-paced thriller, all the while wondering if young Steve Harmon truly is a MONSTER.
Review Excerpts
School Library Journal
“Christopher Myers's superfluous black-and-white drawings are less successful. Their grainy, unfocused look complements the cinematic quality of the text, but they do little to enhance the story. Monster will challenge readers with difficult questions, to which there are no definitive answers.”
Kirkus Reviews
“The format of this taut and moving drama forcefully regulates the pacing; breathless, edge-of-the-seat courtroom scenes written entirely in dialogue alternate with thoughtful, introspective journal entries that offer a sense of Steve's terror and confusion, and that deftly demonstrate Myers's point: the road from innocence to trouble is comprised of small, almost invisible steps, each involving an experience in which a ``positive moral decision'' was not made.”
Connections
A Reader’s Theater would be a wonderful way to share this book. Since it is written in a script format, students can take the role of the lawyers, witnesses, and defendants.
Students can also hypothesize about Steve Harmon’s life after the trial. What did he learn during the process? How did this all change his life?
Additional recommended books:
*The First Part Last by Angela Johnson ISBN 0689849230
*Who Am I Without Him? By Sharon Flake ISBN 1423103831
*Slam! By Walter Dean Meyers ISBN 0545055741
FICTION, FANTASY, & YA Review – Princess Academy By Shannon Hale
Bibliography
Hale, Shannon. 2005. PRINCESS ACADEMY. New York, New York: Bloomsbury Publishing. ISBN 1582349930
Plot Summary
A fragile young girl from Mount Eskel, Miri, feels insignificant and weak as she is not allowed to work in the linder quarry alongside her father. Her mother dies when Miri was a newborn, and her father remains overprotective of his little flower. Just as she feels that she is of no use, the king announces that the prince will choose his next bride from the mountain girls. As she and the other girls are escorted to the academy to prepare themselves for the prince’s arrival, intrigue and nervousness set in. Tutor Olana is the nightmarish teacher that practices insensitive language and cruel punishments. As the girls are forced to tolerate harsh conditions, Miri begins to learn about the world and about herself.
At times, Miri is ostracized by the other girls for her independent thinking. Because of this, she throws herself into the world of books and learning. She discovers how to access the mysterious “quarry speech” that she has heard about from the quarry workers. Soon, all of the mountain girls are able to communicate with the strange internal language. The girls utilize this talent during lessons, examinations, and dealing with Tutor Olana. Miri is even able to use quarry speech to alert her village that the academy has been overtaken by a group of merciless bandits. As the girls await the prince’s decision, Miri contemplates whether or not her true place is in a kingdom. Is it worth leaving her home, sister, father, and her potential true love, Peder?
Critical Analysis
Susan Hale delivers an exceptional story, packed with friendship, unity, love, survival, and the feeling of self-worth. The reader first sees the character of Miri as a diminutive 14 year-old. She is ripped from her home and everything that she has ever known. She and the other girls are forced to live at an academy, transforming themselves into some type of royal lady. It is interesting how Hale enables Miri to discover that she too can perform quarry speech. She was under the impression that only quarry workers could speak it. It is only during a time of incredible need that she is able to conjure up the emotions to communicate with her fellow Mount Esker citizens. While the story first appears to be that of young girls being groomed for a potential crown, the reader quickly sees that this story travels much deeper. It is a story about young Miri trying to make a difference in her beloved mountain. Because she was so firm in her beliefs, her fellow classmates shunned her, which caused her to immerse herself in books, which shed light on many facets of the world that affected her Mount Eskel. It is about how all the people of one land have a gift that allows them to correspond with or warn one another of impending trouble.
Hales detailed description of different settings allows the reader to paint a picture of the Mount Eskel atmosphere, “The festivities slows and families clustered around fire, drinking tea, with honey if they were lucky and singing sleepy tunes…Among the gray scraps of rubble rock, the white and silver linder gleamed like jewels. From the cracks in the rocks all around, the miri flowers were already blooming.”
Hale depicts Miri as the smartest and most likely candidate to be chosen by the prince. As the decision time draws closer, Miri contemplates her future. Hale creates a constant struggle that Miri must battle. She wonders if she will say yes if the prince chooses her, and if she does, will she be happy? What will happen to Mount Eskel? What will happen to her family? The concept of “quarry speech” adds a bit of curiosity to the reader. Is it possible for these mountain people to actually communicate with their minds? This added whimsy offers a fantastical feeling throughout the book.
During the confrontation with the bandits, Hale lets Miri see how united an loyal her mountain community really is, which eventually ends in good winning over evil, “There was Peder, his hands red with cold, no doubt having left too quickly to find his gloves…Her family, her playmates, her protectors and neighbors and friends – those people were her world…She realized with sudden clarity that she did not want to live far away from the village where Mount Eskel’s shadow fell like a comforting arm. The mountain was home – the liner dust, the rhythm of the quarry, the chain of mountains, the people she knew as well as the feel of her own skin.” In the end, Miri takes her gift of intellect and justice and brings it to where it is needed most, her dearly loved Mount Eskel.
Review Excerpts
School Library Journal
“Each girl's story is brought to a satisfying conclusion, but this is not a fluffy, predictable fairy tale, even though it has wonderful moments of humor. Instead, Hale weaves an intricate, multilayered story about families, relationships, education, and the place we call home.”
Booklist
“Hale nicely interweaves feminist sensibilities in this quest-for-a-prince-charming, historical-fantasy tale. Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.”
Connections
Students can be encouraged to explain why only the Mount Eskel folks could practice quarry speech. Why is community so important in order for lands to run properly? Teachers should also emphasize that even though Miri was small and from a rural area, she was able to accomplish more than she ever thought.
Additional recommended books:
*The Goose Girl by Shannon Hale ISBN 158234843
*Enna Burning by Shannon Hale ISBN 1582349061
*River Secrets by Shannon Hale ISBN 1582349010
Hale, Shannon. 2005. PRINCESS ACADEMY. New York, New York: Bloomsbury Publishing. ISBN 1582349930
Plot Summary
A fragile young girl from Mount Eskel, Miri, feels insignificant and weak as she is not allowed to work in the linder quarry alongside her father. Her mother dies when Miri was a newborn, and her father remains overprotective of his little flower. Just as she feels that she is of no use, the king announces that the prince will choose his next bride from the mountain girls. As she and the other girls are escorted to the academy to prepare themselves for the prince’s arrival, intrigue and nervousness set in. Tutor Olana is the nightmarish teacher that practices insensitive language and cruel punishments. As the girls are forced to tolerate harsh conditions, Miri begins to learn about the world and about herself.
At times, Miri is ostracized by the other girls for her independent thinking. Because of this, she throws herself into the world of books and learning. She discovers how to access the mysterious “quarry speech” that she has heard about from the quarry workers. Soon, all of the mountain girls are able to communicate with the strange internal language. The girls utilize this talent during lessons, examinations, and dealing with Tutor Olana. Miri is even able to use quarry speech to alert her village that the academy has been overtaken by a group of merciless bandits. As the girls await the prince’s decision, Miri contemplates whether or not her true place is in a kingdom. Is it worth leaving her home, sister, father, and her potential true love, Peder?
Critical Analysis
Susan Hale delivers an exceptional story, packed with friendship, unity, love, survival, and the feeling of self-worth. The reader first sees the character of Miri as a diminutive 14 year-old. She is ripped from her home and everything that she has ever known. She and the other girls are forced to live at an academy, transforming themselves into some type of royal lady. It is interesting how Hale enables Miri to discover that she too can perform quarry speech. She was under the impression that only quarry workers could speak it. It is only during a time of incredible need that she is able to conjure up the emotions to communicate with her fellow Mount Esker citizens. While the story first appears to be that of young girls being groomed for a potential crown, the reader quickly sees that this story travels much deeper. It is a story about young Miri trying to make a difference in her beloved mountain. Because she was so firm in her beliefs, her fellow classmates shunned her, which caused her to immerse herself in books, which shed light on many facets of the world that affected her Mount Eskel. It is about how all the people of one land have a gift that allows them to correspond with or warn one another of impending trouble.
Hales detailed description of different settings allows the reader to paint a picture of the Mount Eskel atmosphere, “The festivities slows and families clustered around fire, drinking tea, with honey if they were lucky and singing sleepy tunes…Among the gray scraps of rubble rock, the white and silver linder gleamed like jewels. From the cracks in the rocks all around, the miri flowers were already blooming.”
Hale depicts Miri as the smartest and most likely candidate to be chosen by the prince. As the decision time draws closer, Miri contemplates her future. Hale creates a constant struggle that Miri must battle. She wonders if she will say yes if the prince chooses her, and if she does, will she be happy? What will happen to Mount Eskel? What will happen to her family? The concept of “quarry speech” adds a bit of curiosity to the reader. Is it possible for these mountain people to actually communicate with their minds? This added whimsy offers a fantastical feeling throughout the book.
During the confrontation with the bandits, Hale lets Miri see how united an loyal her mountain community really is, which eventually ends in good winning over evil, “There was Peder, his hands red with cold, no doubt having left too quickly to find his gloves…Her family, her playmates, her protectors and neighbors and friends – those people were her world…She realized with sudden clarity that she did not want to live far away from the village where Mount Eskel’s shadow fell like a comforting arm. The mountain was home – the liner dust, the rhythm of the quarry, the chain of mountains, the people she knew as well as the feel of her own skin.” In the end, Miri takes her gift of intellect and justice and brings it to where it is needed most, her dearly loved Mount Eskel.
Review Excerpts
School Library Journal
“Each girl's story is brought to a satisfying conclusion, but this is not a fluffy, predictable fairy tale, even though it has wonderful moments of humor. Instead, Hale weaves an intricate, multilayered story about families, relationships, education, and the place we call home.”
Booklist
“Hale nicely interweaves feminist sensibilities in this quest-for-a-prince-charming, historical-fantasy tale. Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.”
Connections
Students can be encouraged to explain why only the Mount Eskel folks could practice quarry speech. Why is community so important in order for lands to run properly? Teachers should also emphasize that even though Miri was small and from a rural area, she was able to accomplish more than she ever thought.
Additional recommended books:
*The Goose Girl by Shannon Hale ISBN 158234843
*Enna Burning by Shannon Hale ISBN 1582349061
*River Secrets by Shannon Hale ISBN 1582349010
Wednesday, July 23, 2008
Historical Fiction Review – The Midwife’s Apprentice By Karen Cushman
Bibliography
Cushman, Karen. 1995. The Midwife's Apprentice. New York: Clarion Books.
ISBN 0395692296
Plot Summary
In medieval England, a midwife named Jane discovers a homeless girl slumbering in a disgusting but warm pile of dung. Jane snatches the girl and takes her in to work for her. She is unkindly referred to as ‘Beetle’ by the demanding midwife. Her only friend in the world and the only one who will listen to her is a scruffy orange cat she affectionately names “Purr.” Beetle watches and learns the tricks and techniques used by Jane. Her confidence grows, even renaming herself ‘Alyce.’ However, when asked to deliver a baby on her own, Beetle quickly learns that she does not know all there is about midwifery. She flees her current home to work in a nearby town. When called upon to deliver a baby this time, Alyce summons all of her courage and performs excellently. Following this feat, she promptly returns back to Jane the midwife, this time with bravery and determination.
Critical Analysis
In this Newbery Medal book, Karen Cushman illustrates young Alyce, who comes from a deprived background and basically has nothing in the world, and nothing to offer to it. She is plucked up by Jane Sharp and is given some sense of responsibility. Cushman is constantly developing Alyce’s confidence and intellectual ability. We can see how out of touch Alyce has been with the rest of the world when it comes to her emotional capabilities, “Strange sensations tickled her throat, but she did not cry, for she did not know how, and a heavy weight sat in her chest, but she did not moan or wail. For she had never learned to give voice to what was inside her.” Alyce’s failure in delivering a baby on her own is a pivotal point in the story. She has been working diligently, but feels as if she is a complete failure with her inability to showcase what she has learned. It takes the accomplishment of delivering a stranger’s baby at the inn to assure her that she is worth something, and does have so much to offer the world.
Cushman superbly depicts midwifery in medieval England. The “Author’s Note” gives an accurate explanation on the occupation of the midwife. At that time, several women who practiced this used several potions, tricks, and even spells, “In the afternoon Beetle left the village for the woods, where she gathered honey, trapped birds, and collected herbs, leeches, and spiders’ webs.” Cushman tells of the gritty ways that women experienced childbirth when dealing with a midwife like Jane Sharp, “Then she slapped Emma’s great bulge of a belly, lifted her from behind her shoulders, and gave her a good shake.”
Cushman provides a vast children’s appeal to this story. This short-reader can easily be read aloud in a classroom. Alyce’s antics with the local boys are sure to get a laugh, “’Touch that cat again,’ she shouted, ‘and I will unstop this bottle of rat’s blood and viper’s flesh and summon the Devil, who will change you into women, and henceforth each of you will giggle like a woman and wear dresses like a woman and give birth like woman!’” The character of Purr is Alyce’s steadfast friend and constant listener. To children, it often seems as if their pet is the only one in the world who understands them. Cushman creates this same familiar feeling between Alyce and Purr, often stating, “And the cat went with her.”
Review Excerpts
Publishers Weekly
“In reviewing this 1996 Newbery winner, PW said that Cushman ‘has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent.’”
School Library Journal
“Earthy humor, the foibles of humans both high and low, and a fascinating mix of superstition and genuinely helpful herbal remedies attached to childbirth make this a truly delightful introduction to a world seldom seen in children's literature.”
Connections
Students can describe a time that they thought they failed, and how they recovered from it. They can compare similar feelings to those of Alyce’s. Teachers must emphasize how hard work and determination have been important characteristics all throughout history, and in every profession.
Additional recommended books:
*Catherine, Called Birdy by Karen Cushman ISBN 0064405842
*Crispin: The Cross of Lead by Avi ISBN 0786808284
Cushman, Karen. 1995. The Midwife's Apprentice. New York: Clarion Books.
ISBN 0395692296
Plot Summary
In medieval England, a midwife named Jane discovers a homeless girl slumbering in a disgusting but warm pile of dung. Jane snatches the girl and takes her in to work for her. She is unkindly referred to as ‘Beetle’ by the demanding midwife. Her only friend in the world and the only one who will listen to her is a scruffy orange cat she affectionately names “Purr.” Beetle watches and learns the tricks and techniques used by Jane. Her confidence grows, even renaming herself ‘Alyce.’ However, when asked to deliver a baby on her own, Beetle quickly learns that she does not know all there is about midwifery. She flees her current home to work in a nearby town. When called upon to deliver a baby this time, Alyce summons all of her courage and performs excellently. Following this feat, she promptly returns back to Jane the midwife, this time with bravery and determination.
Critical Analysis
In this Newbery Medal book, Karen Cushman illustrates young Alyce, who comes from a deprived background and basically has nothing in the world, and nothing to offer to it. She is plucked up by Jane Sharp and is given some sense of responsibility. Cushman is constantly developing Alyce’s confidence and intellectual ability. We can see how out of touch Alyce has been with the rest of the world when it comes to her emotional capabilities, “Strange sensations tickled her throat, but she did not cry, for she did not know how, and a heavy weight sat in her chest, but she did not moan or wail. For she had never learned to give voice to what was inside her.” Alyce’s failure in delivering a baby on her own is a pivotal point in the story. She has been working diligently, but feels as if she is a complete failure with her inability to showcase what she has learned. It takes the accomplishment of delivering a stranger’s baby at the inn to assure her that she is worth something, and does have so much to offer the world.
Cushman superbly depicts midwifery in medieval England. The “Author’s Note” gives an accurate explanation on the occupation of the midwife. At that time, several women who practiced this used several potions, tricks, and even spells, “In the afternoon Beetle left the village for the woods, where she gathered honey, trapped birds, and collected herbs, leeches, and spiders’ webs.” Cushman tells of the gritty ways that women experienced childbirth when dealing with a midwife like Jane Sharp, “Then she slapped Emma’s great bulge of a belly, lifted her from behind her shoulders, and gave her a good shake.”
Cushman provides a vast children’s appeal to this story. This short-reader can easily be read aloud in a classroom. Alyce’s antics with the local boys are sure to get a laugh, “’Touch that cat again,’ she shouted, ‘and I will unstop this bottle of rat’s blood and viper’s flesh and summon the Devil, who will change you into women, and henceforth each of you will giggle like a woman and wear dresses like a woman and give birth like woman!’” The character of Purr is Alyce’s steadfast friend and constant listener. To children, it often seems as if their pet is the only one in the world who understands them. Cushman creates this same familiar feeling between Alyce and Purr, often stating, “And the cat went with her.”
Review Excerpts
Publishers Weekly
“In reviewing this 1996 Newbery winner, PW said that Cushman ‘has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent.’”
School Library Journal
“Earthy humor, the foibles of humans both high and low, and a fascinating mix of superstition and genuinely helpful herbal remedies attached to childbirth make this a truly delightful introduction to a world seldom seen in children's literature.”
Connections
Students can describe a time that they thought they failed, and how they recovered from it. They can compare similar feelings to those of Alyce’s. Teachers must emphasize how hard work and determination have been important characteristics all throughout history, and in every profession.
Additional recommended books:
*Catherine, Called Birdy by Karen Cushman ISBN 0064405842
*Crispin: The Cross of Lead by Avi ISBN 0786808284
Historical Fiction Review – Sarah, Plain and Tall By Patricia MacLachlan
Bibliography
MacLachlan, Patricia. 1985. SARAH, PLAIN AND TALL. New York, NY: Scholastic, Inc. ISBN-10: 0618062416
Plot Summary
This touching story portrays a young girl and boy who live in the Old West. Their widowed father has placed an advertisement, attempting to find a new wife for himself, and a new mother for his children. Sarah, a woman from Maine, has answered the ad. Her entrance into their lives is greatly anticipated by the children. Soon after her arrival, Sarah realizes that the western lifestyle is a far cry from her home at the sea. As Sarah and the family bond, her perspective changes, and she understands that her future lies with them.
Critical Analysis
MacLachlan’s depiction of the Old West is described with incredible detail. The reader can visualize how the surroundings appear, “Sarah came in the spring. She came through green grass fields that bloomed with Indian paintbrush, red and orange, and blue-eyed grass.” MacLachlan’s writing immerses the reader with imagery. Sarah’s character is in love with her home, and MacLachlan’s descriptive nature is seen again, “’In Maine,’ said Sarah, ‘there are rock cliffs that rise up at the edge of the sea. And there are hills covered with pine and spruce trees, green with needles. But William and I found a sand dune all our own. It was soft and sparkling with bits of mica, and when we were little we would slide down the dune into the water.’” The reader can almost feel the sea mist spraying on them, and the smell of salt in the air.
The children, Anna and Caleb, are overtly preoccupied throughout the story that Sarah will not like them, and will choose to return to Maine. Even before Sarah’s arrival, the children worry that Sarah will be disappointed, “’Do you think she’ll come?’ asked Caleb. ‘And will she stay? What if she thinks we are loud and pesky?’” The incredible nervousness follows the children’s characters all the way until the end of the story. Each time Sarah begins to think of Maine, MacLachlan describes the children’s desperate attempts to show that the west can be wonderful too. Several utterances by Caleb paint the picture of how worrisome they become, “Sarah sat up, ‘Do you have lots of snow?’ …’Lots and lots of snow’ chanted Caleb…’And is there wind?’ she asked. ‘Do you like the wind?’ asked Caleb. ‘There is wind by the sea,’ said Sarah. ‘There is wind here,’ said Caleb happily.”
Placing advertisements for wives and mothers was common practice during this time period. MacLachlan does not ignore the hard work that was required of people of this era. Storms destroyed homes, lambs and chickens were killed, and women often died during childbirth. MacLachlan creates Sarah’s character as a woman who is miles away from her home and all that she has ever known. She is thrown into a new surrounding, full of new customs, strange people, and worst of all, no sea. She even treats the livestock as pets; making it difficult to kill a chicken and eat it for dinner once it has a name! Despite all of these obstacles, the character of Sarah remains strong and level-headed. MacLachlan provides a happy ending for the children and Sarah, “’We thought you might be leaving us’…’No,’ she said. ‘I will always miss my old home, but the truth of it is I would miss you more.”
Review Excerpts
School Library Journal
“A short but moving book that is anything but plain.”
Booklist
“Poignant but never sentimental, this is a worthy successor to Wilder’s Little House books and a prime choice for reading aloud.”
Connections
Students can write about how they would feel if a strange woman were to come to their home to become their new mother. Teachers can explain why practices like this one were used in the past. Students could also explain why they agree or disagree with Sarah’s final decision to stay, and if they could leave their home to start a new life in a new place.
Additional recommended books:
*Island of the Blue Dolphins by Scott O’Dell ISBN 0440439884
*Anne of Green Gables by L. M. Montgomery ISBN 0553153277
MacLachlan, Patricia. 1985. SARAH, PLAIN AND TALL. New York, NY: Scholastic, Inc. ISBN-10: 0618062416
Plot Summary
This touching story portrays a young girl and boy who live in the Old West. Their widowed father has placed an advertisement, attempting to find a new wife for himself, and a new mother for his children. Sarah, a woman from Maine, has answered the ad. Her entrance into their lives is greatly anticipated by the children. Soon after her arrival, Sarah realizes that the western lifestyle is a far cry from her home at the sea. As Sarah and the family bond, her perspective changes, and she understands that her future lies with them.
Critical Analysis
MacLachlan’s depiction of the Old West is described with incredible detail. The reader can visualize how the surroundings appear, “Sarah came in the spring. She came through green grass fields that bloomed with Indian paintbrush, red and orange, and blue-eyed grass.” MacLachlan’s writing immerses the reader with imagery. Sarah’s character is in love with her home, and MacLachlan’s descriptive nature is seen again, “’In Maine,’ said Sarah, ‘there are rock cliffs that rise up at the edge of the sea. And there are hills covered with pine and spruce trees, green with needles. But William and I found a sand dune all our own. It was soft and sparkling with bits of mica, and when we were little we would slide down the dune into the water.’” The reader can almost feel the sea mist spraying on them, and the smell of salt in the air.
The children, Anna and Caleb, are overtly preoccupied throughout the story that Sarah will not like them, and will choose to return to Maine. Even before Sarah’s arrival, the children worry that Sarah will be disappointed, “’Do you think she’ll come?’ asked Caleb. ‘And will she stay? What if she thinks we are loud and pesky?’” The incredible nervousness follows the children’s characters all the way until the end of the story. Each time Sarah begins to think of Maine, MacLachlan describes the children’s desperate attempts to show that the west can be wonderful too. Several utterances by Caleb paint the picture of how worrisome they become, “Sarah sat up, ‘Do you have lots of snow?’ …’Lots and lots of snow’ chanted Caleb…’And is there wind?’ she asked. ‘Do you like the wind?’ asked Caleb. ‘There is wind by the sea,’ said Sarah. ‘There is wind here,’ said Caleb happily.”
Placing advertisements for wives and mothers was common practice during this time period. MacLachlan does not ignore the hard work that was required of people of this era. Storms destroyed homes, lambs and chickens were killed, and women often died during childbirth. MacLachlan creates Sarah’s character as a woman who is miles away from her home and all that she has ever known. She is thrown into a new surrounding, full of new customs, strange people, and worst of all, no sea. She even treats the livestock as pets; making it difficult to kill a chicken and eat it for dinner once it has a name! Despite all of these obstacles, the character of Sarah remains strong and level-headed. MacLachlan provides a happy ending for the children and Sarah, “’We thought you might be leaving us’…’No,’ she said. ‘I will always miss my old home, but the truth of it is I would miss you more.”
Review Excerpts
School Library Journal
“A short but moving book that is anything but plain.”
Booklist
“Poignant but never sentimental, this is a worthy successor to Wilder’s Little House books and a prime choice for reading aloud.”
Connections
Students can write about how they would feel if a strange woman were to come to their home to become their new mother. Teachers can explain why practices like this one were used in the past. Students could also explain why they agree or disagree with Sarah’s final decision to stay, and if they could leave their home to start a new life in a new place.
Additional recommended books:
*Island of the Blue Dolphins by Scott O’Dell ISBN 0440439884
*Anne of Green Gables by L. M. Montgomery ISBN 0553153277
Historical Fiction Review – The River Between Us By Richard Peck
Bibliography
Peck, Richard. 2003. The River Between Us. New York, NY: Dial Books.
ISBN 0803727356
Plot Summary
The story opens with a young boy, Howard Hutchings, narrating a family trip to visit their Grandmother Tilly. The story shifts to a young Tilly, narrating life with her twin brother, younger sister and mother during the first year of the Civil War. The careworn family lives in constant fear of the day that Tilly’s twin brother Noah will be dragged off to war. The docking of a Rob Roy ship produces a glamorous and mysterious French-speaking newcomer, Delphine, accompanied by a darker woman, Calinda. Delphine and Calinda are invited to live with Tilly’s family. Delphine’s elaborate clothing and grandiose attitude create rumors that fly around the once quiet town. As Tilly and Delphine grow closer, the residents question just what this Southern stranger is doing in their town.
The family’s nightmares come true, and Noah is sent to war. Delphine and Tilly make the impossible journey to find Noah. During their search, Delphine’s true identity is revealed. She in fact has African blood in her, and Calinda, thought to be her slave, is exposed as the girl’s sister. With extreme perseverance and unyielding willpower, Delphine and Tilly discover Noah, and take him home. Howard Hutchings narrates the final chapter where his true lineage to Delphine is discovered. Pride fills Howard as his new heritage is appreciated.
Critical Analysis
Richard Peck brilliantly uses two narrators to tell this story. We first see a wide-eyed young boy visiting elderly relatives, “The paper was loose and peeling on the walls, I wondered how many layers you’d have to scrape away until you came to the time when these old people were young. If they ever were.” As the reader proceeds to the next chapter, we see a youthful Tilly running after her younger sister. The characters shed light on real situations that were prevalent during Civil War times. There was often a father away for months at a time, leaving behind a wife and young children. The fear of sons leaving to fight was a dreadful feeling that was always in the back of the minds of mothers and sisters. Delphine’s character is enhanced by her French tongue and outlandish demands. The small Illinois town, not used to exotic newcomers, was blown away with Delphine’s clothing and overt personality.
Peck does not sugar-coat the historical events that were true to this time. Mrs. Hanrahan’s character shows the authentic, though abominable behavior when she utters, “Ah declare, Doctor, just see what you have brought me. A colored gal.” The extreme hate for people ‘of-color’ during the Civil War is very evident throughout the story. Peck is also gruesomely realistic when it comes to describing the horrifying effects of war on young bodies, “They lay there where they’d been sick. They sprawled in their messes because they were too weak to get to the privies, if there were privies.”
At Delphine’s arrival, she is portrayed as affluent and superior to the locals. Throughout the story, we see her transition from an untouchable beauty, to her true character who is a strong woman who befriends Tilly and searches for her beloved Noah. Peck keeps the reader on their toes with several twists and surprises throughout the story such as, “Is Calinda your slave?...Ah ma chère, she is my sister.” Peck continues to show Delphine’s strength, even as she is outed, having her calmly state, “I am of the gens de couleur, madame...The free people of color, if you speak no French.” Peck delivers an incredible story, including another twist at the conclusion when the reader realizes that our young narrator, Howard Leland Hutchings, is actually the grandson of Delphine. The additional “A Note on the Story” is where Peck elaborates on the trials and outcomes of the Civil War. Additional reading is suggested to help children embrace and love more and more historical fiction.
Review Excerpts
School Library Journal
“In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families.”
Booklist
“Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history. True to Tilly's first-person narrative, each sentence is a scrappy, melancholy, wry evocation of character, time, and place, and only the character of Delphine's companion, Calinda, comes close to stereotype.”
Connections
The Civil War was a time of great turmoil for our country. Students can act out the different roles found in the story, and then discuss why they think that people had to cover up their true identity during this time period. Additional historical fiction books dealing with the Civil War is a great way to educate children without having them simply read from a history textbook.
Additional recommended books:
*Soldier's Heart: Being the Story of the Enlistment and Due Service of the Boy Charley Goddard in the First Minnesota Volunteers by Gary Paulsen ISBN 0440228387
*A Year Down Yonder by Richard Peck ISBN 0142300705
Peck, Richard. 2003. The River Between Us. New York, NY: Dial Books.
ISBN 0803727356
Plot Summary
The story opens with a young boy, Howard Hutchings, narrating a family trip to visit their Grandmother Tilly. The story shifts to a young Tilly, narrating life with her twin brother, younger sister and mother during the first year of the Civil War. The careworn family lives in constant fear of the day that Tilly’s twin brother Noah will be dragged off to war. The docking of a Rob Roy ship produces a glamorous and mysterious French-speaking newcomer, Delphine, accompanied by a darker woman, Calinda. Delphine and Calinda are invited to live with Tilly’s family. Delphine’s elaborate clothing and grandiose attitude create rumors that fly around the once quiet town. As Tilly and Delphine grow closer, the residents question just what this Southern stranger is doing in their town.
The family’s nightmares come true, and Noah is sent to war. Delphine and Tilly make the impossible journey to find Noah. During their search, Delphine’s true identity is revealed. She in fact has African blood in her, and Calinda, thought to be her slave, is exposed as the girl’s sister. With extreme perseverance and unyielding willpower, Delphine and Tilly discover Noah, and take him home. Howard Hutchings narrates the final chapter where his true lineage to Delphine is discovered. Pride fills Howard as his new heritage is appreciated.
Critical Analysis
Richard Peck brilliantly uses two narrators to tell this story. We first see a wide-eyed young boy visiting elderly relatives, “The paper was loose and peeling on the walls, I wondered how many layers you’d have to scrape away until you came to the time when these old people were young. If they ever were.” As the reader proceeds to the next chapter, we see a youthful Tilly running after her younger sister. The characters shed light on real situations that were prevalent during Civil War times. There was often a father away for months at a time, leaving behind a wife and young children. The fear of sons leaving to fight was a dreadful feeling that was always in the back of the minds of mothers and sisters. Delphine’s character is enhanced by her French tongue and outlandish demands. The small Illinois town, not used to exotic newcomers, was blown away with Delphine’s clothing and overt personality.
Peck does not sugar-coat the historical events that were true to this time. Mrs. Hanrahan’s character shows the authentic, though abominable behavior when she utters, “Ah declare, Doctor, just see what you have brought me. A colored gal.” The extreme hate for people ‘of-color’ during the Civil War is very evident throughout the story. Peck is also gruesomely realistic when it comes to describing the horrifying effects of war on young bodies, “They lay there where they’d been sick. They sprawled in their messes because they were too weak to get to the privies, if there were privies.”
At Delphine’s arrival, she is portrayed as affluent and superior to the locals. Throughout the story, we see her transition from an untouchable beauty, to her true character who is a strong woman who befriends Tilly and searches for her beloved Noah. Peck keeps the reader on their toes with several twists and surprises throughout the story such as, “Is Calinda your slave?...Ah ma chère, she is my sister.” Peck continues to show Delphine’s strength, even as she is outed, having her calmly state, “I am of the gens de couleur, madame...The free people of color, if you speak no French.” Peck delivers an incredible story, including another twist at the conclusion when the reader realizes that our young narrator, Howard Leland Hutchings, is actually the grandson of Delphine. The additional “A Note on the Story” is where Peck elaborates on the trials and outcomes of the Civil War. Additional reading is suggested to help children embrace and love more and more historical fiction.
Review Excerpts
School Library Journal
“In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families.”
Booklist
“Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history. True to Tilly's first-person narrative, each sentence is a scrappy, melancholy, wry evocation of character, time, and place, and only the character of Delphine's companion, Calinda, comes close to stereotype.”
Connections
The Civil War was a time of great turmoil for our country. Students can act out the different roles found in the story, and then discuss why they think that people had to cover up their true identity during this time period. Additional historical fiction books dealing with the Civil War is a great way to educate children without having them simply read from a history textbook.
Additional recommended books:
*Soldier's Heart: Being the Story of the Enlistment and Due Service of the Boy Charley Goddard in the First Minnesota Volunteers by Gary Paulsen ISBN 0440228387
*A Year Down Yonder by Richard Peck ISBN 0142300705
Friday, July 11, 2008
Nonfiction/Biography Review - Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students By Suzanne Jurmain
Bibliography
Jurmain, S. 2005. The Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students. New York, NY: Houghton Mifflin Company. ISBN 0618473025
Plot Summary
Prudence Crandall’s determination and patience is tested when she makes it her mission to open and sustain an all African-American school for females in Canterbury, CT. Set the 1830’s, Prudence is met with extreme opposition from several members of government who make it their job to close down what they believe to be an abomination. Although Crandall is faced with threats, jail time, and severe vandalism, she perseveres with the help of her supporters and her innate sense to educate people. Despite her efforts, the safety of her students is risked and Prudence Crandall’s school is forced to be closed after less than two years of operation.
Critical Analysis
In this social history, Suzanne Jurmain describes the discrimination that was prominent in Connecticut during in the 1830’s. By using actual quotes and photos from Prudence Crandall’s experiences, the reader is invited to feel the injustices that were prevalent during this time period. Jurmain exposes the horrific encounters that Prudence and her students were forced to endure, all because they simply wanted an education. Crandall’s biggest foe, Andrew Judson, was deeply against the beliefs that blacks deserved an education. Jurmain’s gritty language reveals Judson’s true feelings when she writes “…the law couldn’t take away black rights because blacks had no rights. They didn’t have the right to go to school, and they certainly didn’t have the right to travel freely from one state to another Why? Because, said Mr. Judson, blacks – even free blacks – were not American citizens.” Jurmain balances this with providing several supporters, like William Lloyd Garrison who edited the Liberator. Individuals such as Mr. Garrison helped and encouraged Prudence during severely turbulent times. All the while, Jurmain makes it a point to show how Prudence Crandall pushed through and continued to make education her primary concern.
The design and style of the book includes several authentic photographs of people and places that were involved in Prudence Crandall’s story. Many pictures of the actual Crandall house enable the reader to see how students may have slept, or where they sat in the classroom as they were pelted with rotten eggs and stones. Jurmain also incorporates pictures of Crandall’s supporters and opponents. With the inclusions of genuine newspaper articles and clippings, we see the extreme polar opposites that were felt in relation to racial equality during this dark time in our nation’s history. Jurmain’s use of accuracy and organization is prominent in this book. The appendix is peppered with the names and back stories of several of Crandall’s students. A Note on Sources and the Bibliography are well-stocked with documents on additional sources of information that were used throughout the book. Jurmain provides a table of contents and an index that can be easily navigated by the young reader.
All the while, Prudence Crandall fought and fought to provide a good education for students that were often thought of as less than human. Although her school was eventually closed, Prudence Crandall made a lasting impression on the small town of Canterbury, CT. Prudence’s school may have been closed, but she opened the minds of so many.
Review Excerpts
School Library Journal
“Jurmain describes the difficulties Crandall faced when she decided to open a school for African-American females in Canterbury, CT. Although she had the support of William Lloyd Garrison, editor of the antislavery publication the Liberator; Reverend Samuel May, a Unitarian minister; and others, her hard work met resistance in the form of riots, arson, and a jail sentence.”
Booklist
“Writing with a sense of drama that propels readers forward (and quoting the language of the day, which includes the word nigger), Jurmain makes painfully clear what Crandall and her students faced, while showing their courage as they stood up to those who tried to deter them.”
Connections
After reading this book, students may think of time that they or someone close to them has been treated unjustly, simply due to their race. If the students and teachers feel comfortable, they can write about and discuss their experiences and how it made them feel. By constructing a table of contents, students would be able to see how beneficial organization can be when writing a social history nonfiction book. Teachers can also ask students to come up with peaceful solutions, much like Prudence Crandall strived to do.
Additional recommended books:
Children of the Great Depression by Russell Freedman
ISBN 0618446303
M.L.K.: The Journey of a King by Tonya Bolden
ISBN 0810954761
The Wall: Growing Up Behind the Iron Curtain by Peter Sis
ISBN 0374347018
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